Year 6 - Maths
Solving calculations efficiently
Rounding and solving problems with numbers up to 7 digits
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit pupils will use their knowledge of the composition of seven-digit numbers to round them and to solve problems, adding and subtracting numbers whilst crossing the millions boundary.
Lesson Summary
You will learn to explain how to solve calculations efficiently.
Key Notes
- Fluent calculation requires flexibility to move between mental and written methods and supports us to be efficient.
- Looking at the numbers within a calculation supports us to know whether to use a mental strategy or written method.
- Mental strategies work best when known facts are used.
- Written methods work best when the numbers given are precise or when exchanging is involved.
Vocabulary To Learn
- Efficient: Being efficient means finding a way to solve a problem quickly whilst also maintaining accuracy.
- Precise: Being precise is being exact. In this case, it is when numbers are given as exact values and are not rounded.
Common Mistakes To Avoid
- Children may automatically use a formal written algorithm. Children may not see the difference between, 'How much more?' and 'How many times more?'
3 Quick Questions (With Answers)
1. Solve this in steps: explain the method from this lesson and why each step matters.
Fluent calculation requires flexibility to move between mental and written methods and supports us to be efficient. Looking at the numbers within a calculation supports us to know whether to use a mental strategy or written method.
2. Use this key word in a maths sentence and explain it clearly. 'Efficient'
Being efficient means finding a way to solve a problem quickly whilst also maintaining accuracy. Use this word when showing your method, then check your final answer is reasonable.
3. Spot and fix this common maths mistake.
Mistake: Children may automatically use a formal written algorithm. Children may not see the difference between, 'How much more?' and 'How many times more?'. Correction: What do you notice about the numbers? Is there a more efficient way? Can you represent this in a bar model or form an equation. What do you notice about the language?
More Lessons In This Unit
Browse all guides in the Year 6 Maths guide library.